Education Research Study Research Articles

A Systematic Review of the Application of Simulation to Promote Empathy in Nursing Education.

This systematic review aimed to identify, appraise, and synthesize evidence for the effectiveness of simulation modalities in promoting nursing students' empathy. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis was followed with 20 studies included. The Medical Education Research Study Quality Instrument (MERSQI) was used to evaluate the quality of the publications. The mean MERSQI score was 10.95 with an SD of 1.62, which was above the average in the literature.Five simulation modalities were identified: standardized patient, simulated suit, manikin, virtual simulation, and virtual reality simulation. Most of the studies (n = 15) reported significant differences in the measured outcomes after their simulation activities, including all 5 simulation modalities, but the most effective modality was the simulation suit. The simulation suit replicates the lived experiences of others, which enhances perspective taking by "turning the student into the patient" through the physical and sensory effects of simulated suits. However, outcome measures were limited to self-report instruments in the studies.

Medical education research study quality instrument: an objective instrument susceptible to subjectivity

ABSTRACT Background: The medical education research study quality instrument (MERSQI) was designed to appraise medical education research quality based on study design criteria. As with many such tools, application of the results may have unintended consequences. This study applied the MERSQI to published medical education research identified in a bibliometric analysis. Methods: A bibliometric analysis identified highly cited articles in medical education that two authors independently evaluated using the MERSQI. After screening duplicate or non-research articles, the authors reviewed 21 articles with the quality instrument. Initially, five articles were reviewed independently and results were compared to ensure agreed upon understanding of the instrument items. The remainder of the articles were independently reviewed. Overall scores for the articles were analyzed with a paired samples t-test and individual item ratings were analyzed for inter-rater reliability. Results: There was a significant difference in mean MERSQI score between reviewers. Inter-rater reliability for MERSQI items labeled response rate, validity and outcomes were considered unacceptable. Conclusions: Based on these results there is evidence that MERSQI items can be significantly influenced by interpretation, which lead to a difference in scoring. The MERSQI is a useful guide for identifying research methodologies. However, it should not be used to make judgments on the overall quality of medical education research methodology in its current format. The authors make specific recommendations for how the instrument could be revised for greater clarity and accuracy.

Statistically equivalent models with different causal structures: An example from physics identity

Structural equation modeling (SEM) is a statistical method widely used in educational research to investigate relationships between variables. SEM models are typically constructed based on theoretical foundations and assessed through fit indices. However, a well-fitting SEM model alone is not sufficient to verify the causal inferences underlying the proposed model, as there are statistically equivalent models with distinct causal structures that equally well fit the data. Therefore, it is crucial for researchers using SEM to consider statistically equivalent models and to clarify why the proposed model is more accurate than the equivalent ones. However, many SEM studies did not explicitly address this important step, and no prior study in physics education research has delved into potential methods for distinguishing statistically equivalent models with differing causal structures. In this study, we use a physics identity model as an example to discuss the importance of considering statistically equivalent models and how other data can help to distinguish them. Previous research has identified three dimensions of physics identity: perceived recognition, self-efficacy, and interest. However, the relationships between these dimensions have not been thoroughly understood. In this paper, we specify a model with perceived recognition predicting self-efficacy and interest, which is inspired by individual interviews with students in physics courses to make physics learning environments equitable and inclusive. We test our model with fit indices and discuss its statistically equivalent models with different causal inferences among perceived recognition, self-efficacy, and interest. We then discuss potential experiments that could further empirically test the causal inferences underlying the models, aiding the refinement to a more accurate causal model for guiding educational improvements. Published by the American Physical Society 2024

Effectiveness of undergraduate medical students training on LGBTQIA + people health: a systematic review and meta-analysis

BackgroundAdequacy of learning models and their ability to engage students and match session’s objectives are critical factors in achieving the desired outcome. In this systematic review and meta-analysis, we assess the methodological approach, content, and effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people.MethodPubMed, Web of Science, Medline and Scopus were searched to identify published studies, from 2013 to 2023, on effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people. The risk of bias of the selected studies was assessed by the Medical Education Research Study Quality Instrument. Overall effect sizes were calculated using a Mantel–Haenszel method, fixed effect meta-analyses.Results A total of 22 studies were included, representing 2,164 medical students. The interventions were highly diverse and included seminars, lectures, videos, real-case discussions, roleplay, and group discussions with people from the LGBTQIA + community. After the interventions, there was a significant improvement in self-confidence and comfort interacting with patients and in the understanding of the unique and specific health concerns experienced by LGBTQIA + patients.ConclusionOur findings indicated that the outcomes of interventions training actions for medical students that promote knowledge and equity regarding LGBTQIA + people, regardless of their scope, methodology and duration, result in a considerable increase in students’ self-confidence and comfort interacting with LGBTQIA + patients, highlight the need for more actions and programs in this area promoting a more inclusive society and greater equity.

Validation of an interprofessional education search strategy in PubMed to optimize IPE literature searching.

With exponential growth in the publication of interprofessional education (IPE) research studies, it has become more difficult to find relevant literature and stay abreast of the latest research. To address this gap, we developed, evaluated, and validated search strategies for IPE studies in PubMed, to improve future access to and synthesis of IPE research. These search strategies, or search hedges, provide comprehensive, validated sets of search terms for IPE publications. The search strategies were created for PubMed using relative recall methodology. The research methods followed the guidance of previous search hedge and search filter validation studies in creating a gold standard set of relevant references using systematic reviews, having expert searchers identify and test search terms, and using relative recall calculations to validate the searches' performance against the gold standard set. The three recommended search hedges for IPE studies presented had recall of 71.5%, 82.7%, and 95.1%; the first more focused for efficient literature searching, the last with high recall for comprehensive literature searching, and the remaining hedge as a middle ground between the other two options. These validated search hedges can be used in PubMed to expedite finding relevant scholarships, staying up to date with IPE research, and conducting literature reviews and evidence syntheses.

Impact of Gamification on Undergraduate Physiotherapy and Occupational Therapy Pedagogy: A Comprehensive Review and Quality Analysis using MERSQI

Introduction: In the realms of physiotherapy and occupational therapy pedagogy, a notable shift towards student-centered approaches has been witnessed, with gamification emerging as a pivotal tool for fostering teaching methodology and motivating learners. This study helped to explore innovative educational gamification methods and assessed the quality of the evidence which could help in incorporating this approach in undergraduate teaching. Aim: To evaluate the impact of gamification on undergraduate pedagogy in physiotherapy and occupational therapy. Additionally, it aimed to analyse the quality of evidence of research using the Medical Education Research Study Quality Instrument (MERSQI) scale. Materials and Methods: Employing a systematic approach, a thorough search was conducted across various electronic databases including Google Scholar, PubMed, Science Direct, etc. The search strategy used a combination of keywords like: “gamification”, “physiotherapy”, etc. Quality of evidence was assessed using the MERSQI scale. A total of 679 articles were screened, ultimately leading to the inclusion of 12 studies. Results: The review included 12 Studies with 1348 Students of UG programs. Quality assessment, measured via the MERSQI scale, yielded scores ranging from 8 to 13.5 out of 18. Key gamification strategies such as Kahoot! and Escape Room puzzles were observed to significantly enhance active learning, bolster retention rates and foster critical problem-solving skills among students. Conclusion: It was found that gamification had a positive impact on the motivation, learning outcomes, and professional development of students and holds immense potential for revolutionising pedagogical practices and fostering a dynamic and engaging learning environment.

Key Characterizes of Education Sector Development Program for Quality Improvement of Primary and Secondary Schools in Ethiopia

The Ethiopian government prioritizes education because it believes it is important for reducing poverty and developing the country. The education system has four levels: pre-primary, primary, secondary, and higher education. Pre-primary education is for children aged 4-6, primary education is for children aged 7-14, secondary education is for children aged 15-18, and higher education is for students of all ages. The preparation process for the Ethiopian Social Development Plan (ESDP) was flexible and adapted to the specific context. This approach was a major factor in the success of the process. Therefore, this study does not provide a one-size-fits-all template for preparing other ESDPs, but instead highlights the general principles and issues that are important to consider. Expansion is a central and outstanding feature of the many changes that have characterized the Ethiopian education system at all levels. This trend is likely to continue, as evidenced by the Education Sector Development Program. Primary and secondary education research and policy studies are too numerous to list. The MOE’s management capacity can be evaluated by relevance (participatory planning), efficiency, and effectiveness.

Editorial Introduction: A Critical Road Map: Introduction to the Special Issue on Guided Pathways

We are now a decade into the call for comprehensive community college “redesign” known as Guided Pathways. This introduction provides an overview of the Guided Pathways model and its advocacy arm and reviews critiques of the model in education research and two-year college literacy studies. These reviews contextualize the contents of the special issue.

Educational Effectiveness of Telementoring as a Continuing Professional Development Intervention for Surgeons in Practice: A Systematic Review.

We performed a systematic review to determine the educational effectiveness of telementoring as a continuing professional development (CPD) intervention for surgeons in practice. Surgeons can mentor their peers in remote locations using videoconferencing communication, referred to as telementoring. We searched MEDLINE and EMBASE and included studies assessing the educational effectiveness of telementoring interventions used by surgeons in practice. We excluded studies involving only trainees and those not evaluating educational effectiveness. Two reviewers independently screened, extracted data, and assessed study quality using the Medical Education Research Study Quality Instrument (MERSQI; maximum score 18). Educational outcomes were categorized using Moore's Outcomes Framework. We retrieved a total of 1351 records, and 252 studies were selected for full-text review. Twenty-eight studies were included with 1 randomized controlled trial, 19 cohort studies, 5 qualitative studies, and 3 case studies, totaling 178 surgeons and 499 cases. The average MERSQI score was 10.21 ± 2.2 out of 18. Educational outcomes included surgeons' satisfaction with telementoring interventions (Moore's Level 2) in 12 studies, improvement in surgeons' procedural knowledge (Level 3b) in 3 studies, improvements in surgeons' procedural competence in an educational setting (Level 4) in 4 studies, performance in a workplace-based setting (Level 5) in 23 studies, and patient outcomes (Level 6) in 3 studies. No studies reported community health outcomes (Level 7). Moderate-level evidence demonstrates the use of telementoring as effective in changing surgeons' knowledge and competence in both educational and workplace-based settings. Its use is also associated with changes in patient outcomes.

Open Innovation in Schools: A New Imperative for Organising Innovation in Education?

Schools are considered knowledge-creating organisations that find it difficult to develop and implement innovations on their own. Knowledge mobilisation is seen as the key to overcoming this problem. In particular, the use of external sources of knowledge is regarded as an important lever for change. However, there is a lack of concepts and empirical studies in educational research on the extent to which external knowledge is used for innovation in schools. Based on a sample of N = 411 schools, this article explores whether the concept of open innovation can be used in the context of education. Originating from the field of innovation research, open innovation regimes are seen as imperative if organisations are to create and benefit from technology. Multinomial logistic regression analyses show that mobilising external knowledge significantly increases the likelihood of implementing innovations in schools. A machine-learning approach reveals that it is necessary to tailor open innovation regimes to the specific conditions of any given school. In particular, with regard to the use of new technologies and innovations in the field of digitalisation, open innovation can be a lever for change.

US medical school curriculum on opioid use disorder—a topic review of current curricular research and evaluation of winning student-designed opioid curricula for the 2021 Coalition on Physician Education in Substance Use Disorders curricular competition

The opioid crisis in the US severely affected and continues to affect population's health. The opioid crisis was in part fueled by inadequate pain management, which is in part due to the inadequate education in both pain and opioid use disorder (OUD) for health care professionals. In 2021, the Coalition on Physician Education in Substance Use Disorders (COPE) organized a curricular competition soliciting US medical students-designed OUD-related curricula. Twelve winning curricula were identified. Here, we first conducted a topic review regarding current US medical school OUD curricula. Then we evaluated the COPE winning curricula and compared them to the curricula identified in the topic review. For the topic review, ten relevant databases were searched up to December 31, 2021 using a combination of pre-determined keywords. Total of 25 peer-reviewed articles were selected based on the pre-determined criteria, which included 5 articles describing opioid curricular development at the state level (AZ, CA, MA, PA, and RI), 17 research articles evaluating a curriculum developed in a single institution, 2 literature reviews, and 1 article detailing curricular development and validation processes in a single institution. Although vary in organizations and formats, state-level curricula were comprehensive and could be adopted by other states or institutions with necessary local issue-based modifications. Faculty development and critical resources were major challenges for curricular implementation. The 17 research articles exhibited good scientific quality (Medical Education Research Study Quality Instrument (MERSQI) score = 11.94 ± 2.33 (maximal score = 18)). All research articles reported to some extent, the success of respective curriculum, in improving students' knowledge in and/or attitude towards OUD, based on primarily pre- and post- comparisons. Compared to these published curricula, winning students-designed curricula had more specific focuses, diverse learning activities, and varieties in assessment methods. For all curricula, long-term evaluations were lacking. Except for the state level curricula, majority of the other curricula did not emphasize specifically on chronic pain education or the biopsychosocial approach. Interprofessional education approach was also lacking. Our topic review and curricular evaluation highlighted the needs for integrating OUD and chronic pain medical curricula, developing long-term assessment tools, and more OUD curriculum research overall.

The use of virtual patients for breaking bad news: A rapid review.

Breaking bad news is an imperative skill for clinical practice that health care professionals struggle with. Virtual patients have been adopted as a new teaching aide in medical education and have shown efficacy in teaching clinical skills; however, there is limited research for use in communication skills. Virtual patients are especially well-suited for difficult communication skills, as students can practice without risk to patients. This rapid review aimed to review literature observing the potential of virtual patients as an effective means to teach breaking bad news. A systematic search strategy was applied for papers published between November 2012 and November 2022 on Medline and Embase databases. Following the application of inclusion criteria, three studies were included. The Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist were used for quality appraisal of the studies. Tabular and narrative synthesis was used to present the findings. The findings of the studies suggest that when teaching breaking bad news, virtual patients are valuable compared with no intervention and are not inferior compared with simulated patients. An unexpected benefit of virtual patients was videotaping. A barrier to learning was the lack of affect and interaction. More research into the design of virtual simulations and its integration into existing curricula is required. Virtual patients are a valuable educational tool for breaking bad news; however, they are yet to replace existing educational approaches. There is a need for more large-scale, homogeneous studies to inform instructional design and curriculum integration.

A hybrid systematic narrative review of instruments measuring home-based care nurses' competency.

The aim of the study was to identify and synthesize the contents and the psychometric properties of the existing instruments measuring home-based care (HBC) nurses' competencies. A hybrid systematic narrative review was performed. The eligible studies were reviewed to identify the competencies measured by the instruments for HBC nurses. The psychometric properties of instruments in development and psychometric testing design studies were also examined. The methodological quality of the studies was evaluated using the Medical Education Research Study Quality Instrument and COSMIN checklist accordingly. Relevant studies were searched on CINAHL, MEDLINE (via PubMed), EMBASE, PsychINFO and Scopus from 2000 to 2022. The search was limited to full-text items in the English language. A total of 23 studies reporting 24 instruments were included. 12 instruments were adopted or modified by the studies while the other 12 were developed and psychometrically tested by the studies. None of the instruments encompassed all of the 10 home-based nursing care competencies identified in an earlier study. The two most frequently measured competencies were the management of health conditions, and critical thinking and problem-solving skills, while the two least measured competencies were quality and safety, and technological literacy. The content and structural validity of most instruments were inadequate since the adopted instruments were not initially designed or tested among HBC nurses. This review provides a consolidation of existing instruments that were used to assess HBC nurses' competencies. The instruments were generally not comprehensive, and the content and structural validity were limited. Nonetheless, the domains, items and approaches to instrument development could be adopted to develop and test a comprehensive competency instrument for home-based nursing care practice in the future. This review consolidated instruments used to measure home-based care nurses' competency. The instruments were often designed for ward-based care nurses hence a comprehensive and validated home-based nursing care competency instrument is needed. Nurses, researchers and nursing leaders could consider the competency instruments identified in this review to measure nurses' competencies, while a home-based nursing care competency scale is being developed. No patient or public contribution was required in this review.

Interprofessional Climate Change Curriculum in Health Professional Programs: A Scoping Review

Background: We conducted this scoping review to (1) comprehensively compile the published literature on interprofessional education focused on climate change and health, (2) assess the quality and outcomes of the existing curriculum interventions, and (3) highlight potential areas for further growth. By evaluating published curricular interventions, our goal was to highlight effective and validated developments that could be utilized by health professional educators seeking to include topics on climate change in the curriculum. Methods: We searched Ovid MEDLINE databases (MEDLINE, In-Process, In-Data-Review and Other Non-Indexed Citations, and Epub Ahead of Print), Embase, Clarivate Web of Science, and EBSCOhost Education Abstracts from inception through March 2023. Resulting articles were screened for relevance, and data were extracted from the included studies. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess the quality of each included study. Findings: We screened 688 unique articles, and 6 met inclusion criteria. Publications dated from 2013 to 2023. Three studies included students or healthcare professionals from at least three health profession education programs. The mean MERSQI score was 8·17 (SD = 1·34; range 6–10). Curricular interventions varied by study, and topics included effects of climate change on human health, effect of climate change on extreme weather events and infectious disease exposures, and role of health professionals in climate change communication. Studies did not utilize a two-group comparison design. Most studies used an assessment tool with content validity evidence, but no study provided evidence of validity for internal structure or relationships to other variables. Studies reported that curricular interventions improved outcomes related to both climate change and interprofessional education. Interpretation: Despite the growing call for health professional education focused on climate change and health, there remains a gap in the interprofessional curricular interventions that have been assessed.

AN INTERCULTURAL TECHNOLOGICAL ELEMENT FOR THE LEARNING OF PROPORTIONALITY IN A RESERVATION OF THE EMBERÁ-CHAMÍ-COLOMBIAN ETHNIC GROUP

The panorama of ethno-education is compromising for the 115 native indigenous ethnic groups from Colombia, bearing in mind that some educational institutions have not advanced in the incorporation of their own knowledge in their intercultural curricula. The aim of this qualitative tradition (Educational Action Research) study was to implement a bilingual (Ebera-bedea/Spanish) Intercultural Technological Element (ITE) by using Geogebra in order to teach the concept of proportionality in an indigenous reservation of the ethnic group Emberá-Chamí. 13 students of basic secondary education belonging to ethnic group were included. Firstly, a diagnostic evaluation was performed to assess the initial knowledge of the students about the concept of proportionality in their own native language. Then the ITE was designed and applied to the students. The students were evaluated on three aspects (1) on their own knowledge, (2) on the affective and emotional aspect and on (3) their conceptions. In general, the students were able to contemplate the relationship between the topic developed (proportionality) and the activities of the culture with a reception of 77%. Regarding the emotional aspect 62% of the students see the solution of the guides as favorable since it promotes individual work as well as responsibility, and the other 38% perceive it moderately. On the other hand, the worldview and cosmogony conceptions were achieved in the 84% of the students.

Cultural Awareness Through Music Study: Fostering Diversity, Equity, and Inclusion in Higher Education Vocal Music Curriculum

The educational research study explored ways to bring history into musical art fostering a deeper attentiveness to diversity, equity, and inclusivity in higher education music studies in North America. It explored the historic narrative of the Indigenous Beothuk people of Newfoundland and Labrador, Canada through music. The study focused on the opera Shanawdithit by Canadian composer Dean Burry, and Indigenous Canadian librettist, Yvette Nolan as an example of how music curriculum can be reconsidered and reimagined. The anthropological and archeological history of the Indigenous Beothuk people - as was taught in Canadian history was filtered through a Western European lens. The musical work reconceptualized the story of Shanawdithit - considered the last of the Beothuk people in Newfoundland and was told from an Indigenous perspective. As well, other notable works by Canadian Indigenous will be presented in this study. As both Canada and the United States explore Indigenous reconciliation, bringing works of underrepresented composers to higher education music study and performance offers a means to foster DEI and more cultural awareness in North American arts curriculum.

Decisions, practices, and experiences of disclosure by academics with invisible disabilities at German universities

Disclosing an invisible disability such as mental illness or rheumatic disease can be a significant challenge for disabled people, personally and professionally. Whereas some individuals choose to be more or less open about their disabilities with friends and colleagues, others decide to keep their conditions to themselves due to their fear of stigma and exclusion. In recent years, disability disclosure at universities has received more attention in higher education research and disability studies. Whereas current research focuses on students with invisible disabilities, the disclosure experiences of disabled academics have hardly been explored. Therefore, this study offers problem-centred interviews with academics with invisible disabilities at German universities. The study results provide insight into how these scholars decide whether and when to disclose their disabilities and how these processes have affected their academic careers.

A systematic review of ethical leadership studies in educational research from 1990 to 2022

The purpose of this review was to provide an overview of the scholarly publications on ethical leadership in educational research, drawing on a database of 151 articles published between 1990 and 2022. Descriptive statistics and content analysis methods were used to identify trends in the ethical leadership literature in terms of volume and growth trajectory of ethical leadership research, geographic and journal distribution, types of articles, authorship trends, citation impact, research methods, key themes and findings associated with empirical ethical leadership research in education. The results revealed that 28% of the articles were conceptual, while the rest was empirical 72%. Within the subset of empirical articles, 61% of the studies adopted qualitative methods, followed by quantitative studies (31%), and mixed methods articles (8%). The analysis found that the ethical leadership research adapting qualitative methodology focused on four major themes: the practices of school ethical leadership; the dilemmas/challenges of ethical leadership; the leadership development of ethical educational leaders; and overlapping issues. The analysis also identified the antecedents, mediators, moderators, and outcomes associated with quantitative ethical leadership research in educational research. Recommendations were provided to strengthen future ethical leadership research.

AN ASSESSMENT-DIRECTED, STUDENT-CENTERED, AND MASTERY-BASED MODEL OF TEACHING AND LEARNING IN MATHEMATICS

This is a descriptive article illustrating a multi-year research study in mathematics education of college students in the U.S. It focuses on the first two years in the undergraduate mathematics curriculum. The study presents the theory, practice, and results of an innovative instructional program (Keystone model) applied to algebra classes at the college. The research investigated two areas of student learning outcomes: performance in mathematics and improvements in students’ concentration skills. Under the application of this program, students not only achieved significant outcomes in mathematics, as evidenced by formative and summative assessments but also improved their concentration skills, as demonstrated in the gains in national reading comprehension tests. In the following, we present, in extensive detail, the elements of the Keystone approach and its implementation in a learning environment, such as a college mathematics classroom.

‘I realised it when we played with the doll!’: nursing students’ learning from participation in an action research project that included manikins

ABSTRACT This qualitative educational action research study aimed to gain knowledge about nursing students’ learning from participating in a developmental project that included human-like manikins. 23 second-year Bachelor of Nursing students, one teacher, and one researcher participated in the study conducted at a Norwegian university. In collaboration, they planned and executed a developmental project with manikins in a nursing course. The project put manikins’ reflective, explorative, and experiential potentials into play. Two Action Research cycles were carried out. Data were collected using audio recordings, observations, and written responses. The concepts of sayings, doings, and relatings guided the analysis to identify how the modified learning conditions influenced and changed the students’ learning. The following four themes illustrate the students’ learning in the project: ownership of the learning process, collaborative learning, understanding theory’s significance for practice, and taking the patient’s perspective. The student’s participation in the project, including their independent use and exploration of the manikins, provided freedom and responsibility in decision-making, helped them experience problems, fostered creativity, and stimulated inner motivation. This moved their learning in a more practice-relevant direction.